“Opportunity to Learn” Effect on Mathematics Achievement in Basic Education in Argentina

“Opportunity to Learn” Effect on Mathematics Achievement in Basic Education in Argentina

This study investigated the relationship between the ‘opportunity to learn’ (OTL) offered by the teacher to students in the classroom and their mathematics achievement. The data are 32,156 7th and 6th graders (primary education) enrolled in 1,497 classroom of urban schools in Argentina. Multilev...

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Autor principal: Cervini Iturre, Rubén Alberto
Formato: Online
Lenguaje:spa
Publicado: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2001
Acceso en línea:https://redie.uabc.mx/index.php/redie/article/view/39
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spelling redie-article-392017-04-19T01:08:46Z “Opportunity to Learn” Effect on Mathematics Achievement in Basic Education in Argentina Efecto de la “Oportunidad de aprender” sobre el logro en matemáticas en la educación básica argentina Cervini Iturre, Rubén Alberto Primary education opportunity to learn mathematics. Educación básica oportunidad de aprendizaje matemáticas. This study investigated the relationship between the ‘opportunity to learn’ (OTL) offered by the teacher to students in the classroom and their mathematics achievement. The data are 32,156 7th and 6th graders (primary education) enrolled in 1,497 classroom of urban schools in Argentina. Multilevel linear modeling with two levels (student and classroom) was used to analyze OTL effects on achievement. Student math score was based on an standard test applied to the students at the end of the academic year. Three different indicators from a teacher questionnaire were used to measure OTL concept. It was found that all of them are significant predictors of mathematics test score even after students socioeconomic background, socioeconomic school context and level of educational resources in school were controlled. The data behavior shows that (1) OTL is an important intermediate variable between socioeconomic school context and achievement and (2) it is a multidimensional concept. In consequence different indicators should be used in order to properly estimate the effect of OTL on achievement. En este estudio se investigó la relación entre la ‘oportunidad de aprender’ (OdA) ofrecida por el maestro a sus alumnos en el aula y el logro académico en matemáticas que estos obtienen. Los datos analizados son 32,156 alumnos de 6º y 7º año de la educación general básica (EGB) en escuelas urbanas de Argentina. Para analizar el efecto de la OdA sobre el logro, se usa la técnica de análisis estadístico de 'niveles múltiples' con dos niveles (alumno y aula). El puntaje del alumno en matemática se basa en una prueba estandarizada aplicada a los alumnos al final del año lectivo. Para medir el concepto de OdA, se usaron tres indicadores construidos con base en informaciones incluidas en un cuestionario aplicado al maestro. Se encontró que los tres indicadores son predictores significativos del logro en matemáticas, aún después de controlar el nivel socioeconómico familiar del alumno, la composición social de la escuela y la dotación de recursos escolares en el establecimiento. El comportamiento de los datos mostró que (1) la OdA es una variable intermediaria importante entre el contexto socioeconómico escolar y el logro y (2) la OdA es un concepto multidimensional. En consecuencia, para estimar apropiadamente el efecto de la OdA sobre el rendimiento, se deben usar diferentes tipos de indicadores de la OdA. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2001-11-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/39 Revista Electrónica de Investigación Educativa; Vol. 3 No. 2 (2001) Revista Electrónica de Investigación Educativa; Vol. 3 Núm. 2 (2001) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/39/1178 https://redie.uabc.mx/index.php/redie/article/view/39/74 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Cervini Iturre, Rubén Alberto
spellingShingle Cervini Iturre, Rubén Alberto
“Opportunity to Learn” Effect on Mathematics Achievement in Basic Education in Argentina
author_facet Cervini Iturre, Rubén Alberto
author_sort Cervini Iturre, Rubén Alberto
title “Opportunity to Learn” Effect on Mathematics Achievement in Basic Education in Argentina
title_short “Opportunity to Learn” Effect on Mathematics Achievement in Basic Education in Argentina
title_full “Opportunity to Learn” Effect on Mathematics Achievement in Basic Education in Argentina
title_fullStr “Opportunity to Learn” Effect on Mathematics Achievement in Basic Education in Argentina
title_full_unstemmed “Opportunity to Learn” Effect on Mathematics Achievement in Basic Education in Argentina
title_sort “opportunity to learn” effect on mathematics achievement in basic education in argentina
description This study investigated the relationship between the ‘opportunity to learn’ (OTL) offered by the teacher to students in the classroom and their mathematics achievement. The data are 32,156 7th and 6th graders (primary education) enrolled in 1,497 classroom of urban schools in Argentina. Multilevel linear modeling with two levels (student and classroom) was used to analyze OTL effects on achievement. Student math score was based on an standard test applied to the students at the end of the academic year. Three different indicators from a teacher questionnaire were used to measure OTL concept. It was found that all of them are significant predictors of mathematics test score even after students socioeconomic background, socioeconomic school context and level of educational resources in school were controlled. The data behavior shows that (1) OTL is an important intermediate variable between socioeconomic school context and achievement and (2) it is a multidimensional concept. In consequence different indicators should be used in order to properly estimate the effect of OTL on achievement.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2001
url https://redie.uabc.mx/index.php/redie/article/view/39
_version_ 1715723497436610560

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